Arts 7
Units
| Unit | Essential Questions | Content | Skills and Processes | Assessment | Resources | Multicultural Dimension | Integrated Learning |
|---|---|---|---|---|---|---|---|
| 7th Visual Arts- Portrait Drawing |
-What do portraits of people reveal about different periods in history and about what a cultural values. -What media will best serve the student's portrait study? -How does altering light source, symertry or intense hues influence the person being drawn?
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Student do a series of drawings. Two prepeatory studies, one Black and white and one color. Students will do a black and white self portrait study. The final project is a large color parallel projection done in the style of the artist Chuck Close. |
*Students will do two black and white drawings that utilize light source, shading, gray scale, facial symmetry and techniques with graphite. Student will do two color drawings that utilize light source hue, shading, facial symmetry, parallel projection, color mixing with soft pastels, cray pas, and prismacolor pencils. Students may use Photshop to inhance and modify portriats |
*Class Critiques, Individual Critiques, Peer Critiques, Self-assessments, Teacher narratives and Teacher/student conferences |
Web based sources that include: Art Gallery, Art Musuems, Individual Artists web sites, as well as current arts periodicals, books,as well as visits to artist studios, galleries, and museums . |
*Source material will utilize work that includes; Japanes prints, pre and post Renaissance, early European and comtemorary example of portraiture from diverse cultures throughout history.
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The skils and design concepts will be utilized in grade level studies that include presentations for studies about mainstream cultures.
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| Portrait Study |
-What are the parts of the drawn portrait ? -What media will best serve the student's portrait study? -How does a self-portrait serve as a developmentally appropriate study? -Which of the Elements of Design are the most effective to focus on? (Color,Val |
*The study of artists and periods of art that illustrate effective portrait studies. |
*Students will look at different artists and periods of art (Examples: Rembrandt, Matisse Picasso and Close -They will work with a variety of drawing media to realize their work |
*Class Critiques, Individual Critiques, Self-assessments, Teacher narratives and Teacher/student conferences |
The Art of Matisse, Dynamic Light and Dark, The Art Book, Rembrandt Painting and Drawings, |
*Source material will utilize work from other cultures and different periods of history |
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| Drama 7 |
How is a play translated from the page to the stage by a collaboration of imaginations? How do I, the actor, use and express both my imagination and my intellect to portray an interesting, “living” character? How do we use production design elements to help bring a play to life? What do I discover about myself personally from rehearsing and performing a play? What are the basic protocols and vocabulary terms used in the theatre? What makes a performance successful? |
Students work together to produce a full production of a play including two performances open to the public. In addition to acting, each student works as part of a design team to design and create costumes, props, set, lights or publicity. |
Script analysis and interpretation for general design - What are the play's themes? When is it set? What is the historical context? Script analysis and interpretation for individual character development. Design of costumes, props, set, lights and publicity. Creating a 'living' character through vocal, physical and imaginative exploration. Memorization of lines and blocking Fight Choreography Creative collaboration Analyze dramatic through-line and its impact on both character development and overall pacing. Public Performance
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The productions are demonstrations of understanding of the many lessons students have learned over the course of the term. Assessments for these productions are collaborative, cooperative, and fundamentally experiential. |
Theatrical scripts are purchased or adapted and have included:
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Theatrical Scripts have included adaptations of plays and stories from India (The Little Clay Cart and Parvati and the Magic Bowl), China (Yeh-Shen and Her Spirit Fish), Greece (The Man and His Fate) and Egypt (A Bloodthirsty Tale). |
This class works in partnership with the Seventh grade music students who compose and design sound for each theatrical production: www.catlin.edu/curriculum/unit/medieval-music. |
| Media Arts 7 |
Why are the media of moviemaking so good at capturing the meaning of a poem? |
The 24 Minute Film Project The Poetry Project |
Variety of angles Adapting poetry to another medium Storyboarding Production planning Audio/Video editing Intellectual property rights knowing the audience |
screenings of rough cuts online peer evaluation self reflection |
camcorders tripods stop motion software iMovie Final Cut Express Adobe Photoshop Garageband costumes and props |
community-based filmmaking reflects the voices of our student body |
Poetry adaptation connects to Language Arts curriculum |
| Composing for the Theater |
How to compose effective music for theatrical performances How to go about understanding style and musical themes How do studnets learn to utilize technology to compose music
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Using GarageBand to compose Working with the drama class and its production Considering appropriate compositional style Preparing a musical score to accompany the play The performance |
Students will read through the play, work with the drama teacher and myself to decide on a musical style appropriate to the production. Students will mark their scripts for appropriate places to insert music Students will work in pairs or individually to compose appropriate pieces, effects and recorded audio for the production. All students will learn about an appropriate style that suits the production. Ex. Swing music and the twelve bar blues for a detective/mystery style of play. Students will hear examples of the style on the stereo, be given assignments that will get them comfortable with composing in this style, and compose alotted pieces Compositions will be completed and put on the server All compositions will be put onto the school server and later downloaded to a laptop During the final week before the perfromance of the play, music students will join the theater class to add music to the show as well as helping with technical needs such as lighting, set movement, costuming etc. |
Student Critique Student Evaluation Teacher assessment via note taking and observation Formal report Parent Conferences |
Recordings (CD's, DVD's) Computers and piano keyboards Script Laptop Microphone/recording device |
Dependent upon the type of play selected. |
This class requires close work between the music and drama departments as well as being open to the community to come and share in the performance. |